The document discusses critical analysis in student work. It provides examples of tutor comments indicating a lack of critical analysis, such as "More analysis needed" and "Descriptive rather than analytical." To receive a high grade, students must demonstrate logical and coherent development of a topic through comprehensive use of literature and evidence of original insight. The document then explores definitions of critical thinking as working with complex ideas to make a reasonable judgment based on appropriate evidence and context. It lists various ways critical thinking can be demonstrated, such as agreeing with or dismissing a viewpoint with reasoned grounds.

1. Analysing information and being ‘critical’
 ‘In general students lose more marks for lack of
critical analysis than any other single weakness in
their work’ (Cottrell 2003:232).
 What does a tutor say or write to show there is
not enough critical analysis ?

2. Typical tutor comments...
 ‘More analysis needed’
 ‘Less description more critique’
 ‘Too descriptive’
 ‘Descriptive rather than analytical’
 ‘You have told me what theory is
rather than how you evaluate it.’
 ‘Lacks analysis.’

3. Look at your assessment
criteria
 To get a first (70%): Evidence of a
logical, clear coherent development of
the topic. Demonstrates an
authoritative grasp of concepts and
theories in the development of the
topic. A comprehensive use and
integration of relevant literature.
Evidence of insight/originality…

4. So what is critical thinking…?
 There is not one definition.
 It depends on the discipline & the task.
 Working with complex ideas, taking a deep &
not surface approach to processing ideas.
 Involves thinking about what we know
already, to learn more - like reflection.
 Specifically, we think/focus on something &
expect an outcome (usually) a judgment or
conclusion.

5. A provisional definition …
 ‘Critical thinking is a capacity to work
with complex ideas whereby a person
can make effective provision of
evidence to justify a reasonable
judgement. The evidence, &
therefore the judgment, will pay
appropriate attention to the context
of the judgment.’ J. Moon
(forthcoming)

6. Being critical may involve...
 AGREEING WITH, ACCEDING TO, DEFENDING
OR CONFIRMING a particular view.
 PROPOSING a new point of view.
 CONCEDING that an existing point of view has
certain merits but that it needs to be
QUALIFIED in certain important respects.
 REFORMULATING an existing point of view or
statement of it such that the new version makes a
better explanation.
 DISMISSING a point of view on account of its
inadequacy, irrelevance or incoherence etc.

7. Being critical may involve...
 REJECTING, REBUTTING or REFUTING
another’s argument on various reasoned
grounds.
 RECONCILING two positions which may
seem at variance by appealing to some
‘higher’ or ‘deeper’ principle.
 RETRACTING or RECANTING a previous
position of one’s own in the face of new
argument or evidence. (Taylor 1989:67)

8. The Bridge
 Read the text and decide who you
think is the most responsible for the
woman’s death (rank them in order).
 In your group see if you can reach
agreement.
 You must justify, give evidence and
logical reasons for your position.